EXPOSURE TO ENGLISH AT "SHTC" AND MEMBERS' LEARNING EXPERIENCES.

EXPOSURE TO ENGLISH AT

“SHTC”AND MEMBERS’

LEARNING EXPERIENCES

THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana

Pendidikan (S.Pd) in Teaching English

By

:

Ana Fitrotul Laila

NIM D95211079

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL

STATE ISLAMIC UNIVERSITY

SURABAYA

ABSTRACT

Laila, Ana Fitrotul. (2016). Exposure to English at “SHTC” and Members ‘Learning Experiences. A Thesis English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University (UIN) Sunan Ampel. Advisor: Hanafi, M. A

Key Word: exposure to English, learning experiences

Exposure to English has meaning as providing learners with English as much as possible to ease their English learning. English learning in the area of English as a foreign language has limited or less exposure since the students are exposed with English mostly in the classroom only. Furthermore, SHTC which is one branch of International club provide the opportunity for their members to obtain English language more by their learning experiences. This study tries to explore kind of exposure the members obtained at SHTC, explore the system at SHTC to provide exposure to

English and explore the members’ learning experiences at SHTC. To give detailed

explanation and interpretation, a qualitative case study using descriptive approach was applied in this study. SHTC and five members of SHTC become the subject of this research. Then, the researcher employs observation and interview to reach the aims of this study. The result of this research shows that there are 4 formal exposure that the members obtained at SHTC such as listening to the class presentation, sharing ideas with classmates, giving oral presentation and talking to the instructor. The exposure provided at SHTC through implementing experiential learning design by combining learner, learning goal and procedure to achieve the goal by using both field based experience and classroom based learning and utilizing the role of instructor as a resource, as a facilitator and the cheerleader. By the systems and the exposure the members get the experience through the community-members relations, the opportunities, the achievements and adventure experiences which the members’ can reflect such values which are encouraging motivations, enhancing leadership skill, enhancing speaking skill and encouraging personal relationship. This study can lead the further researchers to conduct research on exposure in other kind of theories and research designs. It is also expected that this study can benefit everybody who is concerned with English teaching.

TABLE OF CONTENTS

TITLE THESIS ... i

APPROVAL SHEET ... ii

MOTTO ... iii

ABSTRACT ... iv

DEDICATION... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... viii

LIST OF CHARTS ... ix

LIST OF FIGURE ... x

LIST OF APPENDIX ... xi

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problems of the Study ... 5

C. Objectives of the Study ... 5

D. Significances of the Study ... 5

E. Scope and Limitation ... 6

F. Definition of Key Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE A. Second Language Acquisition ... 8

B. Input, Interaction, Output ... 9

C. English as Foreign Language Learning ... 11

D. Language Exposure ... 13

E. Learning System ... 18

F. Members’ Learning Experiences ... 25

G. Toastmaster Club ... 26

H. Review Previous Study ... 27

CHAPTER III RESEARCH METHODOLOGY A. Research Design... 31

C. Data Settings and Participants ... 33

D. Data Collection Technique ... 35

E. Research Instrument... 37

F. Data Analysis Technique ... 38

G. Checking Validity ... 41

H. Research Stages ... 42

CHAPTER IV FINDINGS AND DISCUSSIONS A. Research Findings ... 44

B. Discussions ... 92

CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 102

B. Suggestions ... 105 BIBLIOGRAPHY

CHAPTER I INTRODUCTION

This chapter covers introductory parts of the research such as background of the study, problem of the study, objective of the study, significance of the study, and scope and limitation.

A. Background of the Study

Language is a very important means of communication. It is very difficult to think of a society without language. It sharpens people's thoughts and guides and controls their entire activity.1 English as a foreign language in Indonesia becomes significant its position. It becomes the first foreign language that is learnt in Indonesian schools and institutions.

One of institutions that serve English learning is Surabaya Heroes Toastmaster Club (SHTC). It is one of the branches of International Toastmaster in California. The member of the club is from different background, such as businessmen, professionals, employee, academicians, and high school students, university students, and teachers. In Surabaya, Toastmaster Club spreads in some locations, such as at Institute of Technology Sepuluh Nopember (ITS), PT. Telkom, Unitomo, John Robert Powers Embong Kemiri No 4, and Meeting Room SCJMS Rungkut Industri l.

1B. William Dharma Raja and K. Selvi. “Causes of Problems In Learning English as A Second

Language as Perceived by Higher Secondary Students”. I-manager’s Journal of English Language Teaching.Vol. 1 No. 4 , October – December 2011, 4

2

In relation with English as Foreign Language (EFL) learning, Toastmaster Club provides various types of ways in learning to enhance its

members’ English proficiency such as providing a lot exposures, professional

English learning system, and enjoyable learning experience to the members’

community, especially in improving leadership skills.

As other language institutions, there are some aspects affecting the

student’s English development at SHTC. One of the most significant is exposure to the language.2 Exposure can be defined as one way either naturally

or given, which will influence human’s brain or mental condition to recognize

the language.3 It refers to the contact that the learner has with the language they are trying to learn.

The study about Exposure to English is interesting for some reasons.

First, English exposure is important in foreign language learning. By understanding exposure, the Indonesian EFL Learners will know what input that is still less and needs to be increased. Therefore, they can maximize the exposure or input to improve their English proficiency. Second, for Indonesian

EFL teachers, they are able to identify their students’ weaknesses in English

learning by providing the students with adequate language exposure such as various input through listening to the class presentation, sharing idea with

2S. S Ajileye, “The Effect of Exposure to English Language Activities outside the Classroom on

Written English: A Study of Selected Secondary Schools in Ilorin”. The Ilorin Journal of Education.

Vol 18. , September 1998, 5

3Bayu Aribowo, Unpunished Undergraduate’s Thesis. “Teacher’s Beliefs about English Language Exposure”. (Yogyakarta: English Language Study Sanata Dharma University, 2014), 6

3

classmate, giving oral presentation and asking the instructor. Third, studying exposure is important for schools or language institutions like SHTC, so they can evaluate the learning system to make the students better in improving their English proficiency.

Relating to the reasons and discussions above, the researcher intends to

conduct the research entitled “Exposure to English at SHTC and Members’ Learning Experiences”. The similar studies have also been conducted by some researchers.

First, Lubega, conducted a research which took Uganda as its object of research where people there speak English as a second language. He found that language exposure is vital to language learning and the type and level of language proficiency that are from the language learning process is almost entirely determined by language exposure. The study shows how exposure takes a significant value even if the language has the function as a secondary language. It implies that even they already have people around them speaking the language, they still need to maintain close contact to the language in their learning process.4

Second, Matthew Barbee in his research which focuses on Extracurricular L2 input in Japanese EFL context concentrates at exposure, attitudes and motivation. It was informed that EFL students have much more

4 _{Lubega and Hebson Stephen, Dissertation:} “_{The Effect of The Nature and Amount of Exposure on} Language: A Study Based on English Language proficiency of Students in Six Uganda Schools”

4

exposure to some extracurricular sources of English input than to others. He found that the most frequent kinds of exposure to English among Japanese EFL learners were music, online media, music with lyrics, movies/TV with subtitles, and interaction with non-native speakers. Practice with native speakers was considered the most effective factor in learning English.5

Third, Ajileye in her research sees the effect of exposure to English

language activities outside the classroom in students’ writing. It was

observed that there exists a significant mutual relationship between the degree of exposure to English language use outside the classroom and performance in written English. She makes sure that an exploitation of opportunities for English language activities would definitely enhance proficiency in English language.6

The differences between the previous and present research are the object of research and research design. The previous studies conducted the research in quantitative method, while the present researcher employs the qualitative research design. Besides, for the object of research the present researcher takes HTC in Surabaya.

5Matthew Barbee, “Extracurricular L2 Input in a Japanese EFL Context: Exposure, Attitudes and

Motivation”Second Language Studies. Vol. 32 No.1, Fall 2013, 1

6S. S Ajileye, “The Effect of Exposure to English Language Activities outside the Classroom on

Written English: A Study of Selected Secondary Schools in Ilorin”. The Ilorin Journal of Education.

5

B. Problems of the Study

Based on the statements described previously, the researcher wants to explore exposure to English at SHTC. To be more specific, the researcher formulates the problems of the study as follows:

1. How is exposure to English used by the members at SHTC?

2. What are the system used by SHTC to provide exposure to English? 3. What are the members’ experiences at SHTC?

C. Objectives of the Study

In line with the problems of the study, this research is intended to: 1. Describe the exposure obtained by the members at SHTC.

2. Describe system used by SHTC to provide exposure to English. 3. Find out the members’ experiences at SHTC.

D. Significances of the Study

As other studies conducted in the area of English language teaching, this research also has significance or benefit after its accomplishment. First, this research hopefully can provide some insight for other educational practitioners in schools or institutions with similar characteristics to construct, deconstruct, or even reflect their view about language exposure which may affect them in their way of teaching. This study will be also beneficial for the English teachers to evaluate their use of English in the

classroom for maximum result of their students’ proficiency. Second, this research gives advantages in providing valuable information related to language exposure which can lead further studies.

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E. Scope and Limitation

The study merely focuses on the discussion of the exposure to English at SHTC and the experience which is still correlated with the process of learning. It only describes the system done by the committee to run the club and achieve such purpose. Therefore, the findings from this study might not be applicable or generalizable for other subjects and contexts.

F. Definition of Key Terms

This is the acknowledgement that connect the researcher and the reader to be well-organized in one point of conception to avoid dissimilar understanding about definition of key term in this thesis.

1. Surabaya Heroes Toastmaster Club (SHTC)

A branch of international community which aim to improve communicative skill conducted at Rumah Bahasa Surabaya.

2. Exposure to English

Exposure can be defined as one way either naturally or given, which will

influence human’s brain or mental condition to recognize the language.7 _In

this study, Exposure to English means the total amount of contacts with English which provided by SHTC in learning process in term of listening to the class presentation, sharing idea with classmates, giving oral presentation and talking with the instructor.

7Bayu Aribowo, Unpunished Undergraduate’s Thesis. “Teacher’s Beliefs about English Language Exposure”. (Yogyakarta: English Language Study Sanata Dharma University, 2014), 6

7

3. Learning Experience

Cantor state that by Experiential Learning, learner can be motivated as their necessity to find a value from their personal experience of specific subject.8

In this study members’ learning Experiences pervades all forms of learning which are focused on ELT. However, its value is recognized by the members personally.

8 _{J.A. Cantor, Experiential Learning in Higher Education. (Washington, D.C.: ASHEERIC}

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews several theories as the basis in conducting this research. It covers Language Acquisition, EFL Learning, Language Exposure, Learning System, Learning Experience, Heroes Toastmaster Club, and previous studies.

A. Second Language Acquisition

Nunan in Nanik describes that Second Language Acquisition, then shorted SLA, refers to the way in which learner, child or adult learns a second or foreign language. The learning may take a place in tutored or untutored environment, and in second language or foreign language setting. The field of second language acquisition has underground tremendous growth over the last twenty years.1

Ellis explains that at first sight, the meaning of the term Second Language Acquisition seems clear but, in fact, it requires a careful explanation. For one thing, in this context second can refer to any language that is learnt subsequent to the mother tongue. Thus, it can refer to the learning of a third or fourth language. Also

second is not intended to contrast with foreign. Whether you are learning a language naturally as a result of living in a country where it is spoken, or learning it in the classroom through instruction, it is customary to speak generically of

1 _{Nanik, Unpublished thesis}:“The Problems of Teaching and Learning Speaking at SMUN 1 Kejayaan Pasuruan” (Surabaya: Library of UNESA, 2008), 11

9

second language acquisition.2 _{SLA then can be defined as the way in which people}

learn a language rather than their mother tongue, inside or outside of a classroom. B. Input, Interaction, and Output

Gass and Selinker state that it is commonly believed that learning a second language involves learning the rules of grammar of the second language, along with vocabulary items and correct rules of pronunciation.3 Putting those rules to use in the context of conversation is then construed as a natural extension of grammar acquisition. This view implicitly assumes that language use does not vary from first language situations to various second language situations, for all that would be needed to successfully converse in a second language would be to

plug in the correct forms to say the same thing as one does in one’s native

language.

Input

Corder in Gass and Selinker made an important distinction between what he called input and intake. Input refers to what is available to the learner, whereas intake refers to what is actually internalized by the learner.4 Anyone who has been in a situation of learning a second/foreign language is familiar with the situation in which the language one hears is totally incomprehensible,

2 _{Rod Ellis, Second language Acquisition (Oxford: Oxford University Press,1997), 8}

3 _{S. Gass} – _{L Selinker, Second language Acquisition: An Introductory course, 3}rd_{edition (New York:}

Routledge, 2008), 302

10

to the extent that it may not even be possible to separate the stream of speech into words. Whereas this is input, because it is available to the learner, it is not intake, because it goes in one ear and out the other; it is not integrated into the current learner-language system.

This sort of input appears to serve no greater purpose for the learner than does that language that is never heard. Conceptually, one can think of the input as that language (in both spoken and written forms) to which the learner is exposed.

Interaction

The interaction approach accounts for learning through input (exposure to language), production of language (output), and feedback that comes as a result of interaction. Language learning is stimulated by communicative pressure and examines the relationship between communication and acquisition and the mechanisms (e.g., noticing, attention) that mediate between them. Interaction involves a number of components including negotiation, recasts, and feedback.

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Output

Gass and Selinker state that input alone is not sufficient for acquisition, because when someone hears language he/she can often interpret the meaning without the use of syntax.5 This is not the case with language production or output, because someone is forced to put the words into some order. Production then may force the learner to move from semantic processing to syntactic processing. It is trivial to state that there is no better way to test the extent of

one’s knowledge (linguistic or otherwise) than to have to use that knowledge in some productive way, whether it be explaining a concept to someone (i.e., teaching) or writing a computer program, or, in the case of language learning, getting even a simple idea across. However, output has generally been seen not as a way of creating knowledge, but as a way of practicing already existing knowledge. In other words, output has traditionally been viewed as a way of practicing what has previously been learned.

C. English as Foreign Language Learning

Many people agree that English is popular in this global era. English influences many fields of life in our country and it is learned as foreign language. According to Brown, foreign language contexts are those in which students do not have ready-made context for communication beyond their

5 _{S. Gass} – _{L Selinker, Second language Acquisition: An Introductory course, 3}rd_{edition (New York:}

12

classroom.6 _{The students do not use English for their daily communication in their}

classroom or at their home.

A foreign language is a non-mother tongue or not an official language. One of foreign languages learned in Indonesia is English. And as a matter of fact, it is one of the compulsory subjects that should be taught at school starting from Junior High Schools. Madya states that, English as a foreign language means that it is a language spoken by people from other countries and not used for formal communication and/or daily conversation.7 _The

purpose of learning English as a foreign language are for example travel abroad, communication with native speakers, reading foreign literature, etc. Foreign language usually requires more formal instruction and other measures to compensate for the lack of environmental support.

According to Henrichsen, EFL Learners have some characteristics.

First, foreign language learners are not in an English-speaking Environment.

Second, they do not speak English outside the English classroom. The students leave class, they hear, speak, read, and write languages other than English. Third, foreign language learners tend to be linguistically and culturally homogeneous. They generally speak the same native language and are accustomed to speaking it with each other and they generally share the same cultural background.

6 _{Brown,H. Douglas, Teaching by Principles (USA: Pearson ESL,2000), 256}

7Madya,Suwarsih, Thesis:”_{Developing Standards for EFL in Indonesia as Part of the EFL Teaching} Reform”(Yogyakarta: State University of Yogyakarta,2000), 65

13

language culture may be foreign for them, they have a more artificial purpose, such as to earn a course grade or pass a test, and a lower level of motivation.8

D. Language Exposure

According to Chomsky (cited in Harrison, 2007) language is controlled by environmental factors which are from the levels of proficiency on the language learning process.9 In fact, it is stated that among the many factors affecting the proficiency of the second language learners, exposures from the environment are the most common one. Magno, de Carvalho, Lajom, Bunagan, and Regodon defined language exposure as the total amount of time which an individual has a mere contact with the target language, may it be in verbal or written form, formal or informal ways of communications and in which the individual may either have an active or a passive role.10 _{With this definition, Mourtega conceptualized that}

exposure to a second language happens whenever individuals engage in conversations in the second language with family members, peers, classmates, and teachers; whenever they read books, magazines, and newspapers written in that language; whenever they come across with information disseminated in different multimedia sources; or even when they are mere passive listeners in any

8 _{Lynn Henrichsen,}”_{Key characteristics of EFL and ESL settings, and their classroom implications}”

TESOL Newsletter,Vol. 21 No. 2, 35

9 _{K. Harrison, Worlds within words (University Press. Oxford, 2007), 46}

10 C.Magno, de Carvalho, M. Lajom, J. Bunagan, K. Regodon, “Assessing th_{e level of English}

language exposure of Taiwanese college students in Taiwan and the Philippines”, Asian EFL Journal, Vol.21 No.2, 2009,62

14

activity or place in which the second language is spoken.11 _{Skinner as cited by}

Lemetyine postulated that language learning is a result of one’s own

understanding of the world through their interactions with the various reinforcements in the environment.12 Such reinforcements are taken into consideration in the linguistic environmental factors that helped facilitate language development. Moreover, Vygotsky as cited by McLeod also reinforced the idea of Chomsky and Skinner who espoused that social learning process and social interaction in the environment played a central part in the development of language and thought because language itself is the key to all developments, and words play a central part not only in the development of thought but in the growth of cognition and social interaction in the environment as a whole.13

According to Merriam Webster’s Dictionary the word exposure has

some meanings. First, it is the condition of being affected by something. It means that somebody is being open to elements of something from that meaning of the word. We can assume that somebody absorbs information from some kind of source which he/she is open and accept it for granted. Therefore, by being open to the source, the person then easily be affected by the source. Second, exposure

11K. Mourtega, “Insufficient language exposure and learning difficulties: A case of the Palestinian

Learners in the Gaza strip”. Online Research Educational Journal, 2011

12H. Lemetyinen. “Language Acquisition”.( _{www.simplypsychology.org/language.html), accessed on}

July 12, 2015)

13 _{S. A. McLeod - Lev Vygotsky,( www.simplypsychology.org/lVygotsky.html, accessed on April}

15

is the condition of being exposed to something, the act of revealing secrets about something, public attention and notice.

Harmer clearly stated that plentiful exposure in language in use and plenty

of opportunities to use it are vitally important for students’ development of

knowledge and skill. Meanwhile, the limited exposure will not give a significant

influence to the foreign language learners’ skill.14 _{Mukarto agrees that with}

limited exposure, it is difficult for foreign language learners to sort out a complex system of similarities and distinctions among semantically-related words.15

Krashen, a famous linguist, labeled this language exposure in his study as formal and informal linguistic environment. In his study, he asserted that formal linguistic environment has the potential for encouraging both acquisition and learning, while informal linguistic environment promotes real language use (communication) which is conducive to acquisition.16 _{This translates to the idea}

that a learner who is more exposed to the language whether formal or informal

will have a strong hold in its language proficiency. Krashen’s idea has also been

supported by many scholars who pointed out that exposures to the English language provides more practice.17The first component in language learning is

14 _{J. Harmer. The Practice of English language Teaching. Fourth Edition. (2007),156}

15 _{Fransiscus Xaverius Mukarto, Unpulished doctoral thesis:} “The patterns of semantic mapping development of English verbs acquired By Indonesian EFL learners”.(Malaysia: Universiti Sains Malaysia,2005)

16 _{S. Krashen, Language acquisition and language education (Alemany Press,1981), 205}

17 _{C.Magno, de Carvalho, M. L}ajom, J. Bunagan, K. Regodon, “Assessing the level of English

language exposure of Taiwanese college students in Taiwan and the Philippines”. Asian EFL Journal Vol.21 No.2, 2009,69

16

the formal exposure. The term typically refers to the use of English language inside the classroom setting such as: (1) listening to class presentations using English as the medium of communication, (2) sharing ideas with classmates, (3) giving oral presentations, and (4) talking to the teachers/professors when asking questions.18 Krashen also postulated that formal learning environments are best for attaining second language proficiency and thus create a healthy environment that encourages both acquisition and learning.19 Other linguists and empiricists had also agreed that a formal language exposure is deemed highly effective in the learning process of the second language users as it implies in developing their skills and unlocking hidden potentials, and thus helping the learners to examine their attitudes, beliefs, knowledge, and logic.20

Another second language learning component is the informal factors affecting language exposure. This refers to the exploration of learning the English language activities outside the classroom that would enhance the proficiency of the second language learners. Accordingly, the development of language depends on exposure to some specific linguistic experience. Environmental factors in learning outside the classroom or school setting have also been supported by Krashen.21 _{Meaningful language activities are, indeed, necessary for the second}

18 _{Kurt Salac Candilas}, “_{Language Exposure: Determinants of En}glish Speaking Proficiency”

International Journal of English and Literature,2014,3

19S. Krashen. “_{Language acquisition and language education}” (Alemany Press, 1981),157

20B. Gramegna. “Formal language teaching versus informal language learning sup_{portedby mobile}

devices”.Ca'Foscari University; International Conference for Language Learning

17

learners of the language. Such meaningful language activities that Krashen pointed out are the interactions of the second language learning toward the environment primarily in home, peers, media, technology and the like.22 _The

second independent variable of this study included the participants’ (1) exposure

to English language use at home, (2) interaction in English language through technology mediated communication, (3) reading of fictional and non-fictional materials in English, (4) watching of television programs and movies in English; and (5) listening to the radio programs and songs in English.23

E. Learning System

According to Kizlik and Joyceand Well, the requirements of learning system consists of:24

Learner

Learner underscores and reinforces the goal of the educator-student relationship learning rather than the respective roles played by students and teachers. Educators tend to use terms such as project-based learning and community-based learning, for example, rather than project-based teaching and community-based teaching both of which could be considered synonyms.

22_{Ibid; 170}

23S. Ajileye, Thesis “_{The effect of exposure to English language activities outside the classroom on}

written English: A Study of Selected Secondary Schools in Ilorin” (Nigeria: University of

Ilorin,2004),14

24 _{R. Kizlik} – _{B.R Joyce} – _{M. Weil, Models of Teaching 6}th _{edition. (Upper Saddle River, NJ Allyn &}

18

While this preference may seem arbitrary on the surface, it does appear to serve a semantic purpose: learning can occur in the absence of teaching, but teaching

doesn’t occur without some form of learning taking place. I.e., learners can learn without teachers, but students are only students when they have teachers.

a. Age Difference

Child adult differences in second language acquisition and performance can easily be deal with by Natural Approach. First as we have said that all performers, young, old are acquirers and the acquisition oriented classroom will serve everyone. We will of course need to consider differences in what is discussed and dealt with in the classroom.

Most adult students differ from children in that they have a greater ability to consciously learn grammar rules. On the other hand they have effective filters. Accordingly, the proportion of learning exercises (aim at building and using the monitor) will vary according to age: for younger children almost all language skills must be acquired directly from natural language acquisition experiences. Learning exercises will be used to only for older students, and then in judicious manner since acquisition activities are more important even in the case of adults.

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Learning Goal

Goal setting is the process of establishing an outcome (a goal) to serve as the aim of one's actions. In educational settings, the ultimate outcome is usually some form of learning as operationalized by the instructor and/or the students. Learning goal is an important aspect in learning. By the learning goal, the purpose in learning will be clear. By learning goal, the institution can create a good learner A decision on the method and materials to be used in course is possible only once the goals of the course have been defined. The purpose of language course will be vary according to the needs of the students and their particular interests. Often the students must be able to use a language for some specific purpose. Working on the area which a different language is spoken, reading technical material, traveling in a foreign country, working with members of a language minority group and so forth. The purpose of language course may simply be pleasure: may would like to be able to speak another language not because they need to, but because they think that they will enjoy the experience.

Not only the goals that should be specified, but the learners should be informed about the relationship between the goal and the methodology. Which become the procedures to achieve the goals.

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The methodology aims to provide learners to use the natural environment for further language acquisition to have development to more advanced stages to acquire language. Some discussions about second language acquisition strategies will make learners more independent.

Procedure to achieve the goal

The procedure for achieving the goal at SHTC is by learning design which is provided there. SHTC used experiential learning design.

a Experiential Learning

According to Lewis and Williams, experiential Learning has a definition as learning by doing or it can be said as learning by the experience which engage learners in an experience. By the experience, learners are able to reflect the experience and enhance new skills, new attitudes or new ways of thinking.25 Linked with that theory, Wurdinger states that experiential learning is similar with constructivist learning theory. He stated “outcomes

of the learning process are varied and often unpredictable” and “learners

play a critical role in assessing their own learning”.26

It’s difficult to define whether some activities categorizes as experiential as explained by Chapman, McPhee, and Proudman. In experiential setting, simple participation does not sign something

25 _{L.H. Lewis - C. J. Williams} – _{L. In Jackson} – _{R.S Caffarella, Experiential Learning: A New Approach}

( San Francisco: Jossey-Bass,1994), 5

26 _{S.D. Wurdinger, Using Experiential Learning in the Classroom. (Lanham: ScarecrowEducation,}

21

experiential. The methodology of experiential learning is not linear, cyclical or even patterned. It is a procedure of doing principles which is necessary created to some variety levels during experiential learning time. The

principles are needed without paying attention on what the students’ activity

and where the learning occurs.27 In experiential learning, the students organize their own learning rather than being asked to do something with providing the time. The instructor has much responsibility to the students. Ultimately the curriculum may not be identified, the student may have to identify the knowledge they need and then acquire it themselves to reflect their process in learning. 28

Two types of Experiential Learning

Experiential learning can be divided into two major categories: field-based experiences and classroom-based learning. 29

a) Field-based experiences

Field-based experience is the oldest and the most well-known type of experiential learning which having been included into advanced education in 1930s. Some of them are internships, practicums, cooperative education and service learning. Service

27 _{S. Chapman - P. McPhee - B.Proudman .What is Experiential Education?. In K. Warren. (Ed.), The}

Theory of Experiential Education (Dubuque: Kendall/Hunt Publishing Company), 243

28 _{J.A. Moon, A Handbook of Reflective and Experiential Learning: Theory and Practice. (New York:}

Routledge Falmer, 1998),256

29 _{L.H Lewis, L.H - C.J Williams, Experiential Learning: A New Approach ( San Francisco:}

22

learning experiencesare distinguished by being mutually beneficial for both student and community.

b) Classroom based learning

Classroom-based learning can be in many type of activities, including role-playing, games, case studies, simulations, presentations and various types of group work.30

The role of the instructor

The role of the instructor in experiential classroom is diverse than in the traditional classroom. The instructor role is a guide, cheerleader, resource and a support. As, students have to be responsible on their own learning, the instructor must work to both omit their authoritarian influence and be a person who support the students by giving academic freedom. The intervention only occurs when students face a problem on the skills that they feel less. 31

In implementing experiential learning into a course, Wurdinger has provided a short guide about all the process holistically to be applied.

30_Ibid,7

31 K.Warren. “_{The Student-Directed Classroom: A Model for Teaching Experiential Education} Theory”(Dubuque: Kendall/Hunt Publishing Company), 251

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Stage 1: Use a main project or field experience to guide learning over entire course.

One main task to work on all semester motivates students to grow their performance level, provides them by the clear goal to focus on and encourage them to give the best performance. When students understand about the major goals of the class and other students need to achieve, they can be motivated to have one step better than before.

Stage 2: Use combination of projects, classroom activities, and external experiences. In making the course interesting and engaging is by adding value in the overall process.

Stage 3: Tie everything together. The class readings and lectures should be directly related to any experiential activities. The readings and class activities should all be thought of as resources that will help the students complete their major project.

Stage 4: Ensure activities are challenging, yet manageable.

When students have a responsibility of creating their own projects, the instructor should make sure that they are able to finish them.

Stage 5: Provide clear expectations for students. This could include assessment criteria, or examples of completed projects and activities from previous courses.

24

Stage 6: Allow students the necessary time to identify, clarify, and keep focused on their problem.

Stage 7: Allow students to change direction midstream

The most necessary thing is the students work on then project that are beneficial and relevant to them. If they lack interest, the learning will also lack.32

F. Members’ Learning Experience

A much more effective and long-lasting form of learning is to involve the learner by creating a meaningful learning experience. The development of language depends on exposure to some specific linguistic experience.33 _{This kind of experience}

could be in various forms that later on will sharpen language skills such as what is read or heard for the receptive skills and what is spoken or written as the ones enhancing the productive skills

William and Batten have identified five specific dimensions of quality of school life and two dimensions of global feelings of school experience. The five specific dimensions included:34

32 _{S.D. Wurdinger, Using Experiential Learning in the Classroom (Lanham: Scarecrow Education,}

2005),78

33 Foreskin Curtis et al. “The Linguistic Development of Genie”. _{Language Vol. 50 No 1, 2001, 456} 34 _{T. Williams} – _{M. Batten} ,”The quality of school life”_{. (ACER Research Monograph No.12).}

25

1. Teacher-student relations: it concerns the quality of interactions between teachers and students( e.g. My school is a place where my teaches help me to do my best)

2. Social Integration: it concerns the students’ relationship with classmates and other people (e.g. my school is a place where other students accept me as I am. 3. Opportunity: it concerns the students’ perceptions on the relevance of schooling to his/her life experience (e.g. My school is a place where the things I learn are important to me)

4. Achievement, it concerns a sense of being successful in schoolwork (e.g. My school is a place where I am a success as a student)

5. Adventure: it is a sense of self-motivation in learning and sense that learning is enjoyable for its own sake. (E.g. My school is a place where I am excited about the work we do.)

The two global feelings of quality of school life were:

1. General satisfaction : it concerns general positive feelings about school (e.g. My school is a place where I really like to go each day)

2. Negative affect: It concerns general negative personal reactions to school (e.g. My school is a place where I feel upset)

26

G. Toastmaster Club

Toastmaster Club is a community which focuses on improving public speaking and leadership skill trough worldwide and world meeting location. The Central of this club is at Ranco Santamargarita California. The members up to now are 313 thousand which dispread from 126 countries. This community was created since 1924. The aim of this community is helping people all of backgrounds

become more confident in front of the audience. The program that’s held by this

community is about public speaking and leadership. The programs are held once or twice a month. The members are coming from all backgrounds and different stripes,

different religion. The age minimally is seventeen. It’s like a school. There is an

administration that the members need to fulfill. The payment is paid every 6 month/each semester.

Surabaya Heroes Toastmasters Club (SHTC)

is a community of Toastmasters International. It is a non-profit educational organization that helps us to be world class communicators and leaders. Originally established on 29th of June 2004, at Embong Gayam by 2 expats: Dave Pearman and Yong Boon Kok. Toastmasters has helped people of all backgrounds become more confident in front of an audience. The program is self-paced and affordable.

Heroes Toastmaster Club is one of Toastmaster international club in Surabaya. The club that created in 1945 by Wasis Soebardjo. This Club is the oldest Club in Surabaya beside the I.E.U Toastmaster Club, Eagle Toastmaster Club,

27

Empire Toastmaster Club, SCJMS Toastmaster Club, Surabaya Heroes and Telkom Toastmaster Club. The Dynamic Toastmaster had many activities since it’s created. The programs of this community are Table Topic and Speech program. The name of the Heroes is from the history. This club has 10 member present. 35

H. Review of Previous Study

Some researchers have conducted studies related to Exposure to English for

instance, Satria Akbar Sigit did research about the “Correlation between Students’ exposure to English in social Networking Sites and their Writing Skill”. The

researcher use questionnaire and writing test including the students’ answer about the level of the exposure they experience and students’ writing score. The data analyzed using normality test, linearity test, and statistical methods. The results showed that communicating in social networking sites will eventually lead to better English score, including writing score.36_{His focus only exposure in social}

networking sites and writing skill whether on my study, focus on all types of exposure to English which is used by the members and some others are provided by the community they thought the all form of exposure effective in learning and learning experience.

35_{An interview with Mr. Onny as the vice president of Surabaya Heroes Toastmaster 23}th _{April 2015} 36Sigit Satria Akbar. Unpublished Thesis : “Correlation between Students’ Exposure to English in Social

networking Sites and Their Writing Skills .( English Departments, Faculty of Letters, State University of Malang)

28

Fraser Mac Leod and Pia Lerson also did the research about “Exposure to English outside the Classroom”. The aim was to establish the nature of English influence on teenagers in Swedish schools and then to examine whether this naturally occurring acquisition of knowledge is utilized in the more formal language learning environment of the classroom. The study use survey to get the overview of the topic and help establish patterns and trends on target students. The results showed that English has great influences on Swedish children though perhaps not as much as they anticipated. While receptive acquisition is high, chances to actively produce the language remain low. It’s noted that while different types of English media is in fact utilized in the classroom, It is not be relevant or interesting to the students.37

Other past research comes from Mattew Barbee by the title “Extracurricular

L2 input in Japanese EFL context: Exposure, Attitudes and Motivation”. The aim was to know how much exposure that the students had to each source of input, their attitudes and beliefs toward those sources of input and in general how motivated they are toward learning. And the result showed that Japanese high school EFL students have much more exposure to some extracurricular sources of English input than to others, including some sources of verbal and mixed (verbal and written) input, with relatively little exposure to extracurricular written English input. It also

37Fraser Mac and Pia Larson, Published Thesis “_{Exposure to English outside the Clas}sroom”. (_Malmo

29

showed that the amount of exposure is highly correlated to with how enjoyable the students find each source of input. The students are motivated to seek out those sources of English media that they enjoy rather than those they believe would improve their English supports the English media orientation to learning English.

38

Bayu Ariwibowo also did a research which concern on Teacher’s beliefs

about English language exposure. The study tries to see some beliefs form the point of view of several aspects as the source of exposure. Such as materials, teacher talk, classroom interaction and the use of first language. They use case study to make a description and interpretation. The result of his study show that materials are considered appropriate as long as they suit the curriculum, support the syllabus and

facilitate the students for national exam. The materials must support students’

vocabulary mastery. Teachers- centered method become the suitable way for the students. Hence, the teacher can present the most exposure with teacher talk. Classroom interaction using English is useful for language exposure mainly in the

expressions and first language is believed to be the language that can help students’

comprehension.39 On his study, he only focus on teacher’s belief about language

38Matthew Barbee, “Extracurricular L2 Input in a Japanese EFL Context: Exposure, Attitudes and

Motivation”Second Language Studies. Vol. 32 No.1, Fall 2013

39_Bayu Ariwibowo,”Magister Thesis,”Teacher’s beliefs about English language Exposure”

30

exposure in the classroom whether on my study to focus on the members’ exposure at SHTC and their learning experience.

CHAPTER III

RESEARCH METHODOLOGY

This chapter explores about the procedures for conducting the study. It consists of research design, research subjects, data collection technique and instrument, and data analysis procedure.

A. Research Design

In order to answer research question stated in the first chapter, it is proper for this study to be included as a type of qualitative research. As stated by Nunan related about qualitative research, the answer of the question research will be depend on the context and object. 1 The way and effort in answering research question also similar with the characteristic of qualitative research as Cresswell stated, such as occurs in natural setting using interactive and humanistic multiple methods, having emergent design, interpretive and holistically. 2 Therefore, the researcher define, wrote a note, analyzed and interpret the conditions obviously based on the process of learning at SHTC at the time of conducting regular meeting of the club. By those situations the researcher could explore about exposure, system and experience at SHTC.

1 _{David Nunan, Research Methods in Language Learning (Cambridge: Cambridge University Press,}

1992), 325

2 _Creswell – _{W. John .} “_{Qualitative Inquiry and Research Design: Choosing Among Five} Approaches (2nd ed)” (Thousand Oaks: Sage Publication),117

32

Then, among five kind of qualitative research; narrative-biographical study, phenomenological study, grounded theory study, ethnography study, case study, this study is characteristically included in the case study research. A qualitative case study concentrates on single unit, such as individual, one group, one organization or one program.3 Case study has aims to explore the conceptualized contemporary phenomenon with specialized subjects.4 Hence, this research belongs to qualitative-case study because it focused on one of English club named SHTC which is a branch of international club which investigate the phenomenon about exposure got by the members, existing learning system the community used to provide

the exposure and the members’ experience in learning at SHTC.

B. Data and Source of Data

1. Types of Data

a. Primary Data

The primary data of this study is the data about exposure to English that the members get at SHTC, the learning system at SHTC and

the members ‘experience at SHTC.

3 _{Donald Ary. et.al. Introduction to Research in Education. (Canada: Wadsworth Cengange}

Learning,2010), 455

4 _{J. Amos Hatch. Doing Qualitative Research in Education Settings. (Albany: State University of}

33

b. Secondary Data

The secondary data is the supporting data which are taken from SHTC which are the agenda of meeting, the evaluation sheet, the manual book of Competent Communicator and Competent Leadership which are provided to the members of SHTC.

2. Source of Data

The Primary data mostly taken from the result of interview 5 members of SHTC, who have been more than 3 years join SHTC and have many experiences related to the experiences that the researcher need and conducting observation at SHTC.

The secondary data were obtained from the agenda given to all members in each regular meeting, of SHTC. Then, the researcher also asked the manual book of Competent Communicator and Competent Leadership.

C. Data Setting and Participant

This study was conducted at the basecamp where the members of SHTC

exist. Exactly on Jl. Pemuda 15 (Balai Pemuda Surabaya) at “Rumah Bahasa”.

The researcher did the study on that place because all activities happened on that area. But in interviewing some of the members, the researcher did it by phone as the members of SHTC were coming from variety background, such as banker, English teacher, chef, employee, and others. Most of them are workers,

34

directly. In this case, the writer use purposive sampling, in getting the sample of the research and choosing the club. Qualitative research select purposive sampling to be sufficient to provide maximum insight and understanding about the topic and setting.5 Hence, as the researcher aims to get relevant information about the topic and setting, the researcher pick 5 legitimate members of SHTC who two committees in division and three committees in club since they are active members, have been joining more than 3 years at SHTC, have experiencing such positions that can be the representative of the club to explore

the enough information about the researcher’s need. From the participants that

the researcher choose, the researcher can get clear understanding about the necessary topic about exposure, learning system or even learning experience at SHTC. While for the setting, the researcher elect SHTC than other clubs as SHTC is the only club which is supported by the Mayor of Surabaya, located in the area which is popular in Surabaya where most events hold there, the members’ are mostly twenties and thirties, therefore they still have strong attention in learning on that club.

5 _{Donald Ary} – _{Lucy Cheser Jacobs} – _{Chris Sorensen, Introduction to Research in Education 8}th

35

D. Data Collection Technique

Patton suggests that the most common sources of qualitative data include interviews, observations, and documents.6 In this study, the data were collected by techniques of conducting interview, doing observation and documentation. First the researcher included in classroom observation. At the following, the researcher interviewed the members of SHTC then the researcher collect the documents of the member.

Interview

Interview give more understanding about something as long as it disclose and tell further about everything being asked about. In conducting qualitative research, interview is the technique that is used to understand the experience of other.7 From that statement, the method of collecting the data is appropriate and become the successful case study research with

phenomenon as this kind of research accentuate on participants’ experience.

The interview was set to be kind of semi structured. It has the meaning that the questions was created to be open-answered and allow more questions to be added based on the respondent response. Related to the topic, of the research, the guideline of interview is divided into four subtopics such as language exposure, learning system and members’ learning experience. By those, the researcher could know the image in

6 _{M.Q. Patton, Qualitative Research and Evaluation Methods 3rd edition (Thousand Oaks: Sage,}

2002), 278

7 _{I. Seidman, Interviewing as Qualitative Research: A Guide for Researchers in Education and the}

36

classifying the information before making analysis about the topic of the study.

The interview was done for about three weeks, as some of the members are busy. Hence, the researcher make an appointment before conducting the interview. Some of them were interviewed after regular meeting finished, some others were interviewed by phone as their spare time only at the particular time and only agreed to have an interview by phone. The method of collecting information by the telephone can be gained to the respondents who cannot be contacted for one reason or other.8 By that way, the researcher could get the information faster, record the reply without causing embarrassment to the respondents, recall when the researcher want to have adding information. But it also had a weaknesses such as spend more cost, might have bias of the interviewer and might have time limitation. 9 Observation

Observation is appropriate to gather with interview. It can carry the idea, belief and understanding which the participant possesses based on the interview. This study conducted an observation twice. For the first observation as a pre-research observation was conducted to see and clarify how the phenomenon happened in the area where the research is held. This part is important as the continuity of the study to ensure such topic. Then, the second observation was the real observation about the phenomenon that

8 _{C. R. Kothari, Research methodology methods and techniques second revised edition new age}

(international publisher, 2004), 174

37

occurred related to exposure to English and learning system at SHTC. During the observation, field note were taken to explain the exposure, learning system and learning experience in the meeting or the events occurred.

E. Research Instrument

In term of collecting the data of the research. It completely need the instrument. Hence, the researcher constructed the instrument for exploring research question which are interview and observation.

Observation Checklist

The researcher observed the classroom phenomenon as participant

observer. In this part, an observer’s role is not only observing whatever

happened in the field, but also taking a part in the activity and sometimes when needed. In this observation, the researcher aim to identify exposure to English which and the system occurred at SHTC. Checklist technique was used as clear observation guide.

Field Note

According to Bogdan and Biklen field note is written record of what is heard, seen, experienced and thoughts that has a purpose to collect data and reflect that data in qualitative research.10 This instrument was important since the researcher was participant observer, the researcher need to take a note of what is heard, seen and experienced during the

10 _{Bogdan, Robert C. & Sari Knopp Biklen, Qualitative Research for Education: An. Introduction}

38

observation. This field note was taken to make the data valid and reliable as this field note was created directly on observation spot.

Interview Guide

This interview was conducted in term of in depth interview. The researcher need to investigate the how the members explore their experience completely and the value they got from their experiences in learning at SHTC. The interview also conducted to complete the information related to the exposure to English and learning system at SHTC. Since, there are some exposure to English that the members get which cannot be observed in the classroom, then for the learning system, the researcher need to clarify the

members’ statement in order to strengthen the data.

F. Data Analysis Technique

In Analyzing data for qualitative research was before, during and after the field research. Qualitative data analysis is the connected to the process of organizing, accounting for and explaining the data. It can be concluded that making sense of data in the forms of the participants’ definitions of the situation, noting patterns, themes, categories and regularities.11

In analyzing the data, the researcher implemented Interactive Model of Analysis Miles and Huberman. Those steps were data collection, data reduction, data display, and conclusion drawing

11 _{Donald Ary, Introduction to Research in Education.( Canada: Wadsworth Cengage Learning,}

39

1) Data Collection

Data collection related to the process of collecting data in the

field. The data was collected by observation in one meeting and it’s added

by the field note to deeply understand the activities in a meeting, amount of English that the members get in a meeting and the learning process connected with the learning system at SHTC. Then, at the following step the researcher interview 5 members to get validation of the data.

2) Data Reduction

Included the process of selecting, transcribing, and translating the raw data obtained in the data collection. In selecting the data, the researcher sorted the raw data. Only the relevant data was taken; whilst the irrelevant data were discarded. The relevant data were the data about the community-member interaction and the activities that the club held

until the researcher found the exposure, learning system and members’

learning experience. 3) Data Display

In qualitative method, Miles and Huberman stated that good display of data is in the form of tables, charts, networks and other graphical formats.12 Thus, the researcher was expected to enhance more understanding with the data display which have been well categorized and arranged. The data display was explained completely below:

12 _{Matttew B Miles - A. Michael Huberman, An Expanded Sourcebook: Qualitative Data Analysis}

40

a. Exposure to English

1. Firstly, the researcher displayed Krashen’s theory, related to formal exposure

2. Secondly, the researcher display the data of exposure to English by using the percentage.

3. Finally the researcher displayed the percentages of the exposure to English that the members get in descriptive text b. The system to provide Exposure to English

1. Firstly, the researcher displayed Kizilk theory related to learning system requirements.

2. Secondly, the researcher displayed the data in descriptive text

c. The members Learning Experience

1. Firstly, the researcher used data tabulation of members’ learning experience

2. Secondly, in helping the researcher displaying the data of

members’ learning experience the researcher used the table of the experience and the value from the experience.

41

d. Conclusion drawing

Conclusion drawing was the last process of analyzing the research data. In this stage, the researcher made conclusion based on the findings and the discussion of the findings. The conclusion drawing was the answer of the research question that had been formulated in the beginning of the research.

G. Checking Validity

To make the data of the research valid and reliable, the researcher expanded the research period to ensure the validity of data, continued by the triangulation of data. Triangulation is a method of confirming findings. It is

“the combination of at least two or more theoretical perspectives, methodological approaches, data sources, investigators, or data analysis methods to decrease, negate, or counterbalance the deficiency of a single

strategy, thereby increasing the ability to interpret the findings”.13 _Denzin

provides four ways to keep the accuracy of the data by this triangulation process covering data sources triangulation, investigator triangulation, methodological triangulation, and theoretical triangulation.14 For this research, methodological triangulation in the form of observation was done to see kind of language

exposure, learning system and members’ learning experience in actual

phenomenon in the field. The observation was done twice at SHTC to see the similarity and differently about the topic, then the observation was conducted

13 _Thurmond –A. Veronica, “The Point of Triangulation”. _{Journal of Nursing Scholarship. Sigma}

Theta Tau International, 2001,59

42

while the class more or less similar situation. The researcher also took video record in classroom observation to attain the validation of findings in classroom observation.

H. Research Stages

This research is conducted paternally as the following stages:

1) Preliminary Research

As the aim to clear up the exposure to English related to this research, the researcher started this study by conducting preliminary research since March 25th – Apr 17th. This preliminary research gave the information to the researcher about Amount of English that the

members’ get in the process of learning at SHTC. By this step, the researcher could also make sure and understand the real phenomenon about Exposure to English at SHTCf.

2) Designing Investigation

In this designing investigation, the researcher identify exposure to English in the form of observation checklist and supported by the field note. In investigating learning system applied at SHTC, the researcher designed in the type of interview and observation adapted from the theories. Hence realizing the learning system was finished by using interview guide.

43

3) Implementing Investigation

In this stage, the researcher started to observe language exposure through observation checklist and field note. And the, the researcher observed learning system through observation checklist and interview. In the end, the researcher did an interview to the members by using

interview guide to explore members’ learning experience.

4) Analyzing data

The following step is analyzing the data. After getting the data from some instruments, the researcher precisely analyzed the data in order to get the answer of research questions as stated above

5) Concluding data

In order to get result of the research, the researcher concluded the findings. The conclusion of this study become the final result of this study.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter focuses on the data findings and discussion of the research. This will be the main point of the research as the chapter becomes the result of all research process.

A. Research Findings

The researcher has conducted the research from 28th August to 30th October and obtained the data from the technique mentioned in chapter III. They are an interview, observation, and documentation. To gain the aims of this research, the researcher has analyzed the data were collected methodically. In this step, the data was interpreted in order to obtain the significant result of the research. Then, the researcher reported the data based on particular research questions: 1) what kind of exposure do the members get at SHTC, 2) How are the systems at SHTC to provide exposure to English, and 3) What are the members’ learning experiences at SHTC. Showing the result of this study, those findings are categorized based on the research question of the study.

45

Exposure to English the Members Get at SHTC

In this study, the research only focuses on formal exposure which is related to all English that the members’ get at SHTC. Based on observation, the researcher tabulated the data of exposure to English which were obtained from observation checklist and field note (see appendix 1 and 2) which were related to the time consuming in exposing with English language. At the following, the researcher presents the data by using percentage to make the readers easier in interpreting the chart below.

Notes:

E1 : Listening to the class presentation E2 : Sharing ideas with classmates E3 : Giving oral presentation

E4 : Talking to the instructor when asking a questions

Chart 4.1 Formal Exposure to English

However as seen in chart 4.1 there are 4 categories of activities which were 100% occurred at SHTC. The categories of the activities give the opportunity to the member to expose with English. Those formal exposures include listening to the class presentation, sharing ideas with

0% 20% 40% 60% 80% 100%

E1

E2

E3

E4

100%

12%

100%

46

classmates, giving an oral presentation and talking to the instructor. Listening to the class presentation was 100% occurred in meeting. It means that in 2 hour, they fully listen to the class presentation.

Besides, sharing ideas with classmates occurred 12 % in meeting. It can be said that in a meeting they share idea with classmates for 10 minutes. Then, giving oral presentation was 100% occurred in a meeting. Means that in regular meeting 2 hours in meeting the members giving an oral presentation. At the following talking with the instructor was occurred 25 % in a meeting. It can be said that in 30 minutes the members get the chance to talk with the instructor.

a Formal

Listening to class presentations using English as the medium of

communication

There are some exposures to English which includes on listening to the class presentations which the members got at the time of meeting. They are listening to all English activities, such as the activities that the members has when they listen to the speech from the speakers, listen the member who speaks at the table topic section, listen to the speech at educational session, and listen the member who become president of the meeting who has a responsibility to lead and handle the meeting from the beginning till the end of the meeting , listen to the toastmaster of the meeting who has a function as the master of ceremony to read the agenda and introduce all speakers of the meeting, and listen to the

47

evaluators who evaluate the speakers and provide the feedback and suggestions for the speakers. Listening to the evaluators includes the general evaluator, each evaluator of the speakers, grammarian, timer, em-ah counter (see aappendix 1 and 2). Those formal exposure to English through listening to the class presentation were classified in detail in table below.

No. Situation Details

1. The learner listen to people who become the president of the meeting and Toastmaster of the meeting

1) President calls meeting to order 2) President introduce the

Toastmaster of the meeting 3) Toastmaster introduce general

evaluator, ah counter, grammarian and timer 4) Toastmaster introduces

evaluators and speakers 5) Toastmaster introduces table

topic master

6) Toastmaster introduces the general evaluator

7) Toastmaster presents awards 2. The learners listen

to the prepared speech from 2 speakers

-

3. The learners listen to the opinion at table topic session

-

4. The evaluations were coming

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The learners listen to the evaluations

1) General Evaluator 2) Timer

3) Ah Counter 4) Grammarian 5. The learners listen

to the material at educational session

-

Table 4.1 Categories of Listening to the Class Presentation To make detail findings of each activities based on the table above, those activities are described in each categories as follow, and the learners listen to people who become the president of meeting and Toastmaster of the meeting:

The following are the result of the data taken on the field which are the activities that includes the learner listen to people who become the president of meeting and Toastmaster of the meeting by using English. It’s described by the table below.

No. Situation Details

1. The learner listen to people who become the president of the meeting and Toastmaster of the meeting.

1) President calls meeting to order

2) President introduce the Toastmaster of the meeting 3) Toastmaster introduce

general evaluator, ah counter, grammarian and timer

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4) Toastmaster introduces evaluators and speakers 5) Toastmaster introduces

table topic master

6) Toastmaster introduces the general evaluator

7) Toastmaster presents awards

Table 4.2 Listening to the Toastmaster of the Meeting and President of the Meeting

From table above, it shows that the members listen to the president calls meeting to order, president introduce the toastmaster of the meeting, toastmaster introduce general evaluators (grammarian, ah counter, timer), toastmaster introduce evaluators and speakers, toastmaster introduce table topic master and present awards ( see appendix 1 and 2). Then, As the result of the data on the field, the researcher found that the members listen to the 2 up to 3 speakers who deliver project of speeches in a meeting (see appendix 1 and 2). They also listen to the speakers at table topic session who deliver their opinion which is concerned with the theme in each regular meeting (see appendix 1 and 2). And then, the members are exposed with English through listening to evaluators who presents their evaluations for each speakers or even the whole meeting, and educational speakers who give the material which are “How to Organize Your Speech” and “How to

50

leadership material about “How to Be a Good Evaluator” (see appendix

1 and 2)

Sharing ideas with classmates

Sharing ideas with classmates as seen in the observation promotes more chance for members to learn English more because can become another way for member to learn English more intensively.

Table 4.3 Sharing Ideas with Classmates

a) Discussing about the projects

Discussing about the projects was occurred at the time of meeting when the evaluator give a feedback to the speaker when present a speech such as giving structure correction no the speech, about the topic content of the speech, evaluating the grammar (see appendix 2)

b)Discussing about the club performance

No. Situation Detail

1

Discussing about the projects

Giving evaluation to the speaker who present speech about the topic content of speech and evaluating the grammar

2

Discussing about the club

performance

General evaluator give the evaluation about the club regular meeting performance to have a better meeting for the following regular meeting

51

From the interview result it was found that the general evaluator give an evaluation about the whole performance in meeting. And the suggestion for the better performance on the next meeting (see appendix 2)

Giving oral presentations

Based on the observation on SHTC, the researcher found that the members deliver oral presentations in the term of speech, giving opinion at table topic session, becoming an evaluator and becoming toastmaster of the meeting (presenter/ moderator) (see appendix 1 and 2).

No. Situation Description

1 Speech

There are 2 up to 3 speakers in a meeting to deliver project of speech

2 Speaking at table topic session

There are 4 upto10 speakers who take a chance in table topic session

3

Becoming Tom (Toastmaster) of the meeting

Toastmaster of the meeting is like Master of ceremony who read the agenda and introduce particular positions

4 Becoming evaluator

The evaluator consist of evaluator of each speech projects, the grammarian, the timer, ah counter and the general evaluator

5

Giving oral presentation for education section.

Presented by the advance speaker

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Or the further researcher

The findings proved that in SHTC there are many materials that should be explored. But the researcher cannot explain all of things on that club. The researcher suggest for the further researcher to take more specific aspect about the material in SHTC. It can be the analyzing of the SHTC modules and take the specific skills which should be gained.

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